Ongoing Projects


Laufende Forschungsprojekte

Future Skills – Die Zukunft des Lernens und der Hochschule

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Seit Anfang 2016 besteht ein Forschungs- und Arbeitsschwerpunkt im Bereich der Erforschung von zukünftigen Anforderungen  des Arbeitsmarktes sowie Mitgliedern der Gesellschaft – also FutureSkills, der Art und Weise, wie diese erlernt und entwickelt werden können, also der Zunft des Lernens und in welcher Weise Hochschulen die Entwicklung unterstützen können, also der Zunft der Hochschulen. (more)

Im Kern stehen damit 3 Fragen: 

• Future Skills: Was müssen zukünftige Arbeitnehmer/innen können? Was sind Anforderungen an Menschen, um heutigen und zukünftigen  Gesellschaften nachhaltig zu gestalten?

• Future Learning Concepts: Wie können Organisationen/ Unternehmen die Entwicklung von Future Skills unterstützen (Lern- und Führungsansätze in den Organisationen)? 

• Future Higher Education: Wie sehen Hochschulkonzepte aus, die Future Skills unterstützen und ausbilden? 

Unser  Forschungsinteresse gilt insbesondere denjenigen Kompetenzen, die künftige Absolventen eines Hochschul-Studiums aufweisen sollen, um sich im ständig wandelnden, innovationsgetriebenen Arbeitsfeld agil bewegen zu können. Wir verfolgen einen bildungstheoretisch fundierten,  sozialökologischen Kompetenzansatz. 

Derzeit laufende Forschungsarbeiten:  

1. Expertenscreening von über 120 Organisationen zum Thema Future Learning Concepts 

2. FutureSkills Studie auf Basis von 20 Tiefeninterviews mit leading organisations – abgeschlossen 

3. Internationale Delphistudie mit knapp 50 internationalen Experten zum Thema „Future Skills – The future of learning and higher education.“

Read more here

OEPass Project (12/2017-06/2020)

OEPass is a partnership of eight organizations from six countries (Stifterverband, European Distance and E-Learning Network,
Budapest Management University, Lithuanian Association of Distance and e-Learning, Knowledge Innovation Center from Malta, IC, National Distance Education University (UNED), Spain Tampere University, Finland,  DHBW) led by the research group innovation in education of  the Baden-Wurttemberg Cooperative State University, based at Heilbronn and Karlsruhe Campus. The project deals  with the question how open online learning can be recognized, how this recognition can be put into credible formats so that learners can create a trusted portfolio of open learning experiences and have it recognized in higher education (formal) contexts.

(more here)

MicoHE (12/2017-11/2019)

MicroHE is explicitly designed to match several of the priorities of the EU strategy on higher Education:

  • It will encourage a greater variety of study modes as well as exploit the potential of ICTs to enable more effective and personalized learning experiences by supporting the expansion of micro-credentials, i.e. of
    higher education provided digitally in units of fewer than ECTS
  • It will help to ensure the efficient recognition of credits gained abroad through effective quality assurance, comparable and consistent use of ECTS and the Diploma Supplement, and by linking qualifications to the European Qualifications Framework, by piloting tools (such as a module supplement and a recognition clearinghouse) to allow these instruments to be used to assess, certify and recognize micro-credentials.

By ensuring that micro-credentials are certified and mapped to qualifications frameworks, the project will also ensure that clear progression pathways are developed from this form of education into other forms of Higher Education.

The project will address the challenges described above by:

  • Gathering the state of the art in micro-credentialing in European Higher Education today, by organizing the first European survey on micro-credentials in HE, surveying at least 70 institutions across the continent, with
    the aim of understanding the current level of provision, the types of micro-credentials offered and future trends in provision of micro-credentials
  • Forecasting the impacts of continued modularisation of Higher Education on HEIs by using forwardscanning techniques, specifically through the use of DELPHI methodology
  • Examining the adequacy of European recognition instruments for micro-credentials in particular ECTS, the diploma supplement and qualification frameworks
  • Proposing a ‘credit supplement’ to give detailed information about micro-credentials in a way compatible with ECTS, the diploma supplement and qualification frameworks
  • Proposing a meta-data standard and developing an online clearinghouse to facilitate recognition, transfer and portability of micro-credentials in Europe

Through these activities, the project intends to:

  • Promote increased choice for students and lifelong learners by increasing the range of educational opportunities offered to them;
  • Equip universities (esp. public universities) to adequately adapt to the changes brought about modularisation of education;
  • Improve the recognition and transfer of learning between different educational organizations as well as the world of work, including transnationally;
  • While maintaining the European tradition of high quality education and high-levels of student-protection, provided through systems of accreditation and quality assurance.

Project Partners:

  1. Cooperative State University Baden-Wuerttemberg, Germany
  2. European Distance and E-Learning Network, United Kingdom
  3. Vytauto Didžiojo universitetas, Lithuania
  4. Institut “Jožef Stefan”, Slovenia
  5. TTY-säätiö sr (TTY Foundation sr), Finland
  6. Knowledge Innovation Centre (Malta) Ltd., Malta
  7. Fondazione Politecnico di Milano, Italy
  8. Knowledge 4 All Foundation Ltd., United Kingdom

(more here)

AprenticeshipQ – MAINSTREAMING PROCEDURES FOR QUALITY APPRENTICESHIPS IN EDUCATIONAL ORGANISATIONS AND ENTERPRISES

  • Zeitraum: September 2017 – August 2020
  • Projektkoordinator: Duale Hochschule Baden Württemberg, Heilbronn, Deutschland
  • Projektpartner: 7 Partner (Belgien, Österreich, Großbritannien, Portugal, Spanien, Malta, Slowenien)
  • Verbundpartner: Industrie- und Handelskammer Heilbronn Franken, Slowenische Industrie- und Handelskammer
  • Finanzierung: Erasmus+, delegiert durch Nationale Agentur BIBB

Ziel des Forschungsprojektes Apprenticeship Q ist es, einen klaren Rahmen für das Qualitätsmanagement von Praxiseinheiten in der höheren beruflichen Bildung aufzuzeigen. Aktuell existiert noch kein Vorgehen, wie euorpäische Hochschulen und Ausbildungsstätten ihre internen Qualitätssicherungssysteme einander anpassen und damit vergleichbar machen können. Dies ist jedoch nötig, um die Qualitätsanforderungen an die Praxisanteile in der beruflichen höheren Bildung zu gewährleisten.

Um eine umfassende Datenbasis zu schaffen, sind Workshops in sechs Ländern mit mehr als 300 Qualitätsmanagement-Experten, Unternehmern und Bildungsexperten geplant. Darüber hinaus werden mit mehr als 300 Arbeitgebern, Qualitätsmanagern, Trainern, Lehrkräften und Bildungsinstitutionen Feldtests durchgeführt. Zudem sollen im Rahmen einer internationalen Umfrage 1200 Arbeitgeber, Qualitätsmanagementbeauftragte, Professoren, Lehrer und Ausbilder zum Thema befragt werden. Durch die Beteiligung von Handelskammern und Verbänden europäischer Hochschulen hat das Forschungsprojekt das Potenzial, die Prozesse sowohl bei Unternehmen als auch bei Bildungsinstitutionen zu verbessern.

Als Ergebnis ist unter anderem ein Handbuch für kleine und mittelständische Unternehmen geplant, das die wichtigsten Qualitätskriterien für die Praxisphasen einer Dualen Ausbildung oder eines Dualen Studiums zusammenfasst. Darin ist eine Anleitung enthalten, wie mit Instrumenten, Methoden und Werkzeugen eine gemeinsame Qualitätskultur zwischen den Unternehmen, Bildungsinstitutionen entwickelt werden kann.

LaTFURE = Learning and Teaching Tools Fuelling University Relations with the Economy in Mozambique and South Africa

LaTFURE, a 3-year Erasmus+ programme (2016-2019), is coordinated by Danube University Krems and involves a consortium of 16 partners in five countries:

  • Austria: Danube University Krems; Fachhochschule Joanneum GmbH
  • Germany: CHE Gemeinnütziges Centrum für Hochschulentwicklung GmbH; Duale Hochschule Baden-Württemberg (DHBW)
  • Finland: University of Tampere
  • Mozambique: Universidade Eduardo Mondlane;  Lurio University;  Zambeze University; Ministry of Science and Technology, Higher Education and Vocational Training
  • South Africa: University of the Western Cape; Cape Peninsula University of Technology;  School of Mining Engineering University of Witwatersrand; University of Limpopo; University of Cape Town; University of Mpumalanga ; Department of Higher Education and Training.

Furthermore, the project is supported by four African associated partners.

LaTFURE aims at providing the systemic and institutional conditions for the establishment of dual studies as an integral part of South Africa’s and Mozambique’s higher education systems, which will serve to strengthen relations between the higher education systems and their wider economic and social environment.

By combining academic learning at higher education institutions (HEIs) with professional/practical learning that takes place in a working environment, dual studies provide a model that strengthens the practical orientation of higher education, boosts cooperation between HEIs and their wider environment, produces human capital and skills for the economy and society, and fosters research cooperation.

By connecting education and industry, students will have the possibility to work and study concurrently, allowing them to (partially) fund their education.  The introduction of dual studies would thus provide a sustainable form of university funding, whilst tackling inequalities in terms of access.

The choice of tourism and extractive industries for the pilot dual study programmes aims at meeting specific and identified skill gaps for the countries’  development and prosperity.

The goals of the project are:

  • to define legislative and policy frameworks at the system level,
  • to develop strategic, governance and operational policies, structures and mechanisms at the institutional level,
  • and to establish working prototypes of dual study programmes that can be used as learning models across the system.

As a first step, at least two dual study programmes in South Africa and at least two in Mozambique will be established in the fields of extractive industries and tourism that demonstrate proof-of-concept and provide working prototypes for systemic expansion.

LaTFURE is funded by the “Capacity Building in the Field of Higher Education (CPHE)” section of the EU Erasmus+ programme.

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